Problematic Internet Use and Psychological Distress in High School Students

Background/Objectives: The frequent and uncontrolled use of digital devices has resulted in phenomena such as technological addiction and problematic ICT use, especially after the pandemic. This has been associated with several factors related to psychological distress in young adults, but less is known about the subject in adolescents. Thus, the aim of this study is to analyze the relationship between problematic Internet use and psychological distress factors in high school students and examine whether these variables differed when gender and academic grade level were considered. Methods: A quantitative, cross-sectional, and descriptive-correlational study was employed. A total of 2048 students from the Basque Country, aged between 11 and 17 years old, completed an online self-report questionnaire composed of demographics and ad hoc items, the Problematic Internet Use Scale (PIUS), and selected subscales from the Child and Adolescent Assessment System (anxiety, social anxiety, and depression). Descriptive statistics, Pearson correlation analyses, independent-sample ANOVA, Bonferroni post hoc tests, and independent-sample t tests were conducted. Results: Even though no differences were found between males and females when PIUS was analyzed, significant differences were found between students from different academic grade levels, whereby those from higher levels presented higher rates of problematic Internet use. Significant correlations were found between PIUS and depression, anxiety, and social anxiety. Furthermore, those who showed more problematic Internet use also presented higher anxiety, social anxiety, and depression levels. Conclusions: Adolescents in higher grade levels tend to exhibit a higher incidence of problematic Internet use. Consequently, intensive and uncontrolled Internet usage has been linked to poorer mental health. The findings underline the importance of promoting digital literacy among adolescents. These results highlight the importance of approaching psychological distress through prevention initiatives and emphasize the protective role that both schools and families play in promoting healthier and more balanced Internet use among adolescents.